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Behavioural Assessment of the Dysexutive Syndrome for Children (BADS-C): Utility in clinical practice?
Wilson, FC., EMSLIE, H., Burden, V., NIMMO-SMITH, I., WILSON, B
Unpublished Talk - Symposium on Neuropsychological Rehabilitation, Uluru, AustraliaPublished in Brain Impairment, 5(1), 109
Year of publication:
Numerous studies of broad intellectual functioning in children and adolescents exist, however fewer studies have investigated higher order 'executive' functioning. Despite numerous attempts to delineate executive functioning in adults, assessment and quantification has proven problematic (Crawford, 1998). Undoubtedly quantifying the set of competencies which define 'executive functioning' such as ability to plan, sequence, sustain attention to task, resist distraction, manage feedback, co-ordinate activity and change response set is even more challenging in the context of an evolving cognitive system. Although evidence exists to support the concept of a developmental hierarchy of executive skills from simple planning, hypothesis testing and impulse control through to efficient complex planning (Levin et al 1991). Unfortunately most traditional measures are insensitive to executive dysfunction (Anderson, 1998).Nevertheless the effects of executive dysfunction arising from impaired neurodevelopment or trauma should become more evident with age as the child is exposed to increasingly complex cognitive, educational and social demands. The BADS-C was adapted from the Adult BADS (Wilson et al 1996) following pilot studies in an attempt to define executive level developmental competencies. Data from control(n=259) and clinical (n=114) participants aged 8-15 will be presented. Children with attention deficit hyperactivity disorder, PDD and traumatic brain injury differed significantly from controls and those with dyslexia. Self-report (DEX-C) and Goodman's Strengths and Difficulties questionnaire data from teachers and parents was significantly negatively correlated with BADS-C performance. Correlations between measures of verbal fluency, memory, attention and BADS-C indicated that BADS-C is examining independent developmentally appropriate cognitive domains, which may assist in clinical decision-making and formulation.